Reakcja ustna na przeczytany/usłyszany tekst jako przedmiot kształcenia na poziomie ponadgimnazjalnym
Oral reaction to a reading/ listening text as an educational objective at the upper secondary school level

Summary/Abstract: Oral reaction to a written or spoken text is an inherent part of comprehension in real life. In fact, there are many different forms of verbal reactions of this kind, starting with a simple ‘Yes’ and ‘No’ replies, through answers like ‘Yes, I agree, but …’ or ‘No I don’t agree’, to more or less sophisticated subjective evaluation of the form or/and content of the text. In second language classrooms, such reactions are entirely directed and supervised by the teacher. An important role in the process is also played by textbooks which help the teacher attain curricular goals. Upper secondary school pupils are young adults who usually have and want to express their own opinions. A question which comes to mind, however, is whether textbooks in fact give them any chance to do so as well as whether they teach them to be active and critical recipients of the messages conveyed to them. The aim of the article is therefore to investigate if and to what extent oral reaction to a read or heard text is developed in upper-secondary school foreign language classes. It presents the results of the analysis of the provisions included in the curricula as well as speaking tasks accompanying reading and listening texts in contemporary English and German textbooks for upper-secondary schools.

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